Towards a Theoretical Framework for the Design of Interactive Online Distance Learning Systems
Objective Attainment
Electronic Management System
An Electronic Management System was developed to track the Technology Fellow assignments; to provide work schedule targets; to provide payroll information; to serve as a repository for electronic learning objects developed by the Faculty-Technology Fellow teams; and to serve as an online communication system for the Technology Fellows, the Project Coordinator, and the Faculty members who worked with the Technology Fellows. The management system uses the Internet to address challenges associated with multiple levels of communications, project management and monitoring of electronic instructional object development. Data presented in the following section were collected, compiled and stored via the Electronic Management System.
Formative Data associated with Objectives
At the conclusion of each semester, on-campus and school based faculty completed an on-line, ten item questionnaire to reflect their perceptions about their experiences in the project ranging from 1 (strongly disagree) to 5 (strongly agree). These items provided formative data to project staff about daily operations and curricula offered by the project, but no validity or reliability indices were determined for this scale. The following statements provide brief summaries of faculty perceptions obtained from administering this questionnaire.
1. Overall, participating in this project was beneficial to me. On-campus faculty ratings ranged from 3.83 to 5.00 across semesters with the highest ratings occurring during the final project year. For school-based faculty ratings on this item ranged from 4.03 to 4.46 across semesters with the lowest and highest ratings occurring during the final program year.
2 . The project seemed well organized. On-campus faculty ratings ranged from 3.94 to 4.75 and school-based faculty ratings ranged from 3.83 to 4.19 across semesters with the highest ratings for both faculty groups occurring during the final project year.
3 . The project is focused on important needs and activities . On-campus faculty ratings ranged from 4.29 to 4.86 across semesters with the highest ratings occurring during the final project year. Although slightly lower, school-based faculty ratings ranged from 4.07 to 4.38 across semesters with the highest rating occurring during the final project year.
4. The project provided a support network of online resources and personal assistance. On-campus faculty ratings ranged from 3.54 to 4.33 across semesters with the highest ratings occurring during the final project year, while school-based faculty ratings ranged from 4.00 to 4.28 across semesters with the highest rating occurring during the final program year.
5 . The activities and strategies in the project facilitated my learning. On-campus faculty ratings ranged from 3.94 to 4.57 across semesters, while school-based faculty ratings ranged from 3.82 to 4.00 across semesters. Both faculty groups registered their highest ratings during the final project year.
6 . The project was an important resource for me . On-campus faculty ratings ranged from 4.00 to 4.88 across semesters with the highest ratings occurring during the final project year. Although somewhat lower, school-based faculty ratings ranged from 3.44 to 4.10 across semesters with the highest rating also occurring during the final project year.
7. The project helped me to learn important skills and knowledge . On-campus faculty ratings ranged from 3.80 to 4.50 across semesters with the highest ratings occurring during the final project year. At variance with the trend of higher ratings as the project continued for school-based faculty, ratings for this item ranged from 3.70 to 4.07 across semesters with the lowest rating occurring during the final project year and the highest rating occurring during the second project year.
8 . This project has or will impact my work in the classroom . On-campus faculty ratings ranged from 4.30 to 4.67 across semesters with the highest ratings occurring during the final project year. Similar to the ratings pattern exhibited with item 1, school-based faculty ratings ranged from 4.03 to 4.30 across semesters with the lowest and highest ratings occurring during the final program year.
9 . This project has or will assist me in helping others use technology . On-campus faculty ratings ranged from 3.75 to 4.44 across semesters with the highest ratings occurring during the final project year. School-based faculty ratings ranged from 3.88 to 4.00 across semesters, with the lowest and highest ratings again occurring during the final program year.
10. This project has or will assist me in helping others integrate technology into the curriculum, after-school or community program. On-campus faculty ratings ranged from 3.86 to 4.50 across semesters with the lowest and highest ratings occurring during the final project year. School-based faculty ratings ranged from 3.87 to 3.97 across semesters with the lowest rating occurring during the final program year. Data trends for this item differed from response patterns registered across the preceding items for both faculty groups.
Observations drawn from these item summaries are:
• In general, perceptions about the project participation became increasingly positive as the project continued, with the highest values being registered for 18 of 20 ratings during the final year of the project.
• Higher perception ratings were registered for all 10 items by on-campus faculty during the final year of the project.
• Higher perception ratings were registered for 8 of the 10 items by school-based faculty during the final year of the project.
• The on-campus faculty group registered higher perceptions than school-based faculty across all 10 items.
• The change in perceptions registered for each item was greater for on-campus faculty compared to school-based faculty.
Collecting these data each semester and then adjusting practices given these data enabled project staff to better match the needs of participating faculty with the technology skills provided by the technology fellows. Additional support that the technology fellows did provide valued and needed assistance is provided from the following comments gleaned from faculty at the conclusion of the project from an end-of-project questionnaire.
"My Technology Fellow has assisted with web-site development and administering (an) on-line course to students through TTVN [2-way audio, 2-way video system] and on-campus."
"I have a better understanding of how advanced in technology our pre-service teachers are which helps me design class activities that can better meet my students' needs in class."
"These students have been very helpful in moving my projects forward."
"This project has provided resource and person power to get many tasks completed well and on time."
"Tech fellows have supported me with the development and production of a WebCT course, a personal web page, and several PowerPoint presentations."
"The TrackStar set up was especially beneficial for not only my students, but to others who used it. Although I had been shown how to set up TrackStar, I still had many questions and was unsure how to get things done. Jennifer helped lighten my load."
"I have learned more about TrackStar and how to utilize lessons that are already in place. I have been able to present good information to the students that I would not have had the time to complete on my own."
"I have been able to develop a usable web page for my classroom."
"I have found new web sites that reinforce what we do in class."
"I have become more proficient with my use of the computer and have been able to communicate data to teachers, staff and administration more effectively."
"I have gained an understanding of power point as a mindtool."
"I have had a positive experience with technology in my classroom."
"I received projects for students that take time to do myself, so I saved time."
"I have been able to present great information to the students in a motivating format that is very interesting and informative for them. As a coach, classroom teacher, science fair coordinator, and parent, I would have great difficulty completing all the projects that we used to present to my students. I have a touch-screen board in my class this year and the lessons Melanie helped to create and find were invaluable to use in presentations to the students on various subjects. In addition, she came to our computer lab to help my students with their science fair projects when we were typing the reports and preparing the information for their project boards."
Instructional Artifacts resulting from TMFP
A large number of electronic objects (1,043) were created and maintained on the website <http://tmfp.coe.tamu.edu/projects/>. Digital resources were developed across a broad continuum of learners for instruction in mathematics, science, social studies, language arts, history, English, ESL, teacher education, technology, reading, graphics design, fine arts, economics, physical education, special education, French, agriculture, and business education. In addition, five Technology Fellows participated in WebCT training (WebCT is the online system supported by the university) and worked with campus-based faculty in placing components online for the following 13 courses: Professional Leadership Development; Principles of Technological Change; Special Topics: Electronic Media in Agriculture; Advanced Methods in Agricultural Education; Advanced Methods in Distance Education; Teaching Strategies: Patterns of Learning; Special Topics in Integrating Technology into Instruction; Theory of Curriculum and Instruction Research; Educational Psychology; Foundations of Reading Instruction; Applied Behavior Management in the Classroom; Self Directed Experiences with Adolescents; Teaching Skills I. These electronic resources developed across the project and the number of courses with components being placed online indicate participating faculty did integrate technology into their courses with the assistance of Technology Fellows.